Sage Journals: Discover world-class research

Abstract

Six teachers, the school principal, six university faculty, and two doctoral students participated in a school-university partnership based on narrative knowing. Using a teacher-as-researcher model to focus on the instruction of students labeled as language and learning disabled, we engaged in three preliminary activities: (a) identifying the best hopes and worst fears of the partnership participants, (b) reading about teacher research, and (c) sharing descriptions of students with language-related problems. The six steps of the research collaboration included (a) consensus building; (b) data collection, including teacher observations and journaling, ethnographic observations, periodic videotaping, and home visits; (c) continuous joint study; (d) data analysis and descriptive narratives; (e) design and implementation of interventions; and (f) assessment.

Get full access to this article

View all access options for this article.

References

Allington

R.L.

Walmsley

S.A.

(Eds.). (1995). No quick fix: Rethinking literacy programs in America's elementary schools. New York: Teachers College Press.

Cazden

(1985). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.

Clay

M.M.

(1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

Cochran-Smith

Lytle

S.L.

(1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

Gardner

(1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Gee

(1990). Social linguistics and literacies: Ideology in discourse. Bristol, PA: Falmer Press.

Hearne

Stone

(1995). Multiple intelligences and underachievement: Lessons from individuals with learning disabilities. Journal of Learning Disabilities, 28, 439–448.

Heath

S.B.

(1992). Questioning at home and at school: A comparative study. In Spindler

G.D.

(Ed.), Doing the ethnography of schooling (pp. 45–78). New York: Holt, Rhinehart, & Winston.

Higgins

M.J.

Coen

T.L.

(1992). !′Oigame! ¡óigame!: Struggle and social change in a Nicaraguan urban community. Boulder, CO: Westview Press.

10.

Losey

K.M.

(1995). Mexican American students and classroom interaction: An overview and critique. Review of Educational Research, 65, 283–318.

11.

Mehan

(1979). Learning lessons. Cambridge, MA: Harvard University Press.

12.

Nelson

N.W.

(1993). Language disorders in context: Infancy through adolescence. New York: Merrill.

13.

Palincsar

A.S.

Brown

A.L.

(1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.

14.

Poplin

Weeres

(1992). Voices from the inside: A report on schooling from inside the classroom. Claremont, CA: The Claremont Graduate School, Institute for Education in Transformation.

15.

Reid

D.K.

(in press). Scaffolding: A broader view. Journal of Learning Disabilities.

16.

Reid

D.K.

Button

L.J.

(1995). Anna's story: Narratives of personal experience about being labeled learning disabled. Journal of Learning Disabilities, 28, 602–621.

17.

de la Luz Reyes

(1991). A process approach to literacy using dialogue journals with second language learners. Harvard Educational Review, 25, 291–313.

18.

Rhodes

W.C.

(1995). Liberatory pedagogy and special education. Journal of Learning Disabilities, 28, 458–462.

19.

Rueda

Mehan

(1986). Metacognition and passing strategies: Strategic interactions in the lives of students with learning disabilities. Anthropology and Education Quarterly, 17, 145–165.

20.

Ruiz

N.T.

(1995a). The social construction of ability and disability: I. Profile types of Latino children identified as language learning disabled. Journal of Learning Disabilities, 28, 476–490.

21.

Ruiz

N.T.

(1995b). The social construction of ability and disability: II. Optimal and at-risk lessons in a bilingual special education classroom. Journal of Learning Disabilities, 28, 491–502.

22.

Stanovich

K.E.

(1988). Explaining the differences between the dyslexic and the garden variety poor reader: The phonological-core-variable difference model. Journal of Learning Disabilities, 21, 590–604.

Narrative Knowing: Basis for a Partnership on Language Diversity 1

Abstract

Get full access to this article

References